An Experimental Study Of Mind Mapping To Teaching Of English Vocabulary For Seniors In The High School

Vocabulary is the foundation of learning a language.The English Curriculum Standards for Senior High Schools issued by the ministry of education(2017)clearly points out that vocabulary learning is not just word memorization or isolated word practice,but a comprehensive practice carried out in a specific context based on specific themes.In the process of vocabulary learning,teachers can guide students to use mind mapping to sort out vocabulary according to the theme.Based on Tony Buzan's mind mapping,knowledge visualization theory,activation diffusion model and memory processing activation theory,this paper applies them to vocabulary teaching to study the following two issues:1.Does the teaching mode of mind mapping have an positive impact on the English vocabulary learning status of students in Senior 2?2.Can the teaching mode of mind mapping improve the achievements of students' English vocabulary in Senior 2?In this study,with the instruments of questionnaire and vocabulary tests,a 12-week experimental study was carried out on 86 students from two parallel classes in Grade 2,Yining No.1 Senior High School.The experimental class adopted the teaching mode of mind mapping in vocabulary teaching,while the control class adopted normal teaching mode.It is found that the teaching mode of mind mapping has a positive impact on the vocabulary learning state of senior students,which is embodied in three aspects,namely,memorization content of English vocabulary learning,psychological orientation and personal experience.At the same time,the experiment of applying mind mapping teaching mode on vocabulary improved students' English vocabulary achievements in Senior 2.Through this experiment,it can be concluded that the mind mapping teaching mode is conducive to students to establish the connection between known and unknown words,and the researcher provides a mind mapping vocabulary teaching sample for future researchers to refer to.The conclusion of the study verifies that the mind mapping teaching mode has a positive impact on the vocabulary teaching in senior two.However,how to integrate the vocabulary in each module into the mind mapping and how to evaluate the mind mapping drawn by students reasonably still need further study.